Divina FRAU-MEIGS Professor, Sorbonne Nouvelle Section head, “Media Education Research”, IAMCR

Geneva June 12th 2014WSIS Action Line C9 report on Media and Information Literacy

Divina Frau-Meigs

WSIS Action Line C9 Media and Information Literacy (MIL): how can MIL harness the affordances of digital information cultures post-2015?

Divina FRAU-MEIGSProfessor, Sorbonne Nouvelle

Section head, “Media Education Research”, IAMCR UNESCO chair, “savoir devenir/forwardances in sustainable digital

development: mastering information cultures”


Divina Frau-Meigs

CONTENTS

I. What progress/achievement in implementation? II. What challenges? What augmentation? III. What models, values, competences, litteracies?IV. What implications for the curriculum and training?V. What suggestions for public policies post 2015?

WSIS Action Line C9 report on Media and Information Literacy Divina Frau-Meigs

I. Taking stock: progress and achievements

MIL-stones: A Series of statements and declarations after Grunwald (1987), since WSISPrague Declaration “Towards an Information Literate Society” (2003)Alexandria Proclamation “Beacons of the Information Society” (2005)Paris Agenda (2007)Fez Declaration on Media & Information Literacy (2011)IFLA Media & Information Literacy recommendations (2011)Moscow Declaration on MIL (2012) Global Alliance on Partnerships for MIL Framework and Action Plan (2013)Paris declaration on MIL in digital era (2014)

Geneva June 12th 2014




-Kit for teachers, students,parents and professionals-Internet Handbook By Council of Europe




Part 1 provides the MIL Curriculum and Competency overview of the curriculum rationale, design, principal themes and the main Competencies for teachers It is complementary to the UNESCO ICT Competency Framework for Teachers (2008).

Part 2 includes the detailed Core and Non-Core Modules of the curriculum. Emphasis on library literacy, computer literacy, news literacy…



Integration of MIL into all levels of education systems, particularly through: • adaptation of the kit into the MIL Curriculum for Teachers; • setting up of the MIL University Network around MILID UNESCO chair; • facilitation of international cooperation; • preparation of a Global Framework on MIL Indicators; • development of Guidelines for Preparing National MIL Policies and

Strategies; • establishment of an International Clearinghouse on MIL in cooperation

with the United Nations Alliance of Civilizations;• use of the research community• Reaching out to women and issues of stereotyping, violence, rights…




Research trends and institutions• IAMCR, Media Education Research section (MER)• IFLA, Information literacy section• Clearinghouse (Nordicom)• UN AoC Clearinghouse (cultural dialogue, peace)• Council of Europe (Pestalozzi…)• …




*Regional distribution of MIL: some discrepancies-very active: Europe, the Americas -rising: MENA area, Northern Africa-emerging: Asian area, Africa

*These trends relate to: level of democratic process and availability of free expression in the media and in the schools



I. Taking stock: risks of MIL displacement post 2015

• Sense of urgency, in spite of “having it all” (frameworks, research, training, …) because of industrial lobbying for computer literacy stricto sensu

• The necessary transition of MIL to digital information cultures, beyond media studies/printed press.

• The push and pull of digital affordances as they affect information under its various definitions (code, data, document, news).

• The emergence of other types of competing literacies that fragment MIL (software literacy, digital literacy…)

• The need to join the movement of 21st century skills that are mostly instrumental, not critical and not creative

• The risk of privatization of education via MIL if not embedded in public and national policy frameworks



II. What challenges? Shuttle Screen Situation Web 2.0source: avg.com.au



II. What challenges? Shuttle Screen Situation Web 2.0 Source: thestar.com.my



II. What challenges? Shuttle Screen Situation Web 3.0 wearable interface and Human Enhanced Technologies (HETs)

source: www.pranavmistry.com/projects/sixthsense/



II. What challenges? Shuttle Screen Situation Web 3.0 wearable interface and Human Enhanced Technologies (HETs)source: google glass at info.mobiles.com



II. What challenges? Shuttle Screen Situation Web 3.0 wearable interface and Human Enhanced Technologies (HETs)

source: digital retinat at iq.intel.com



II. What challenges? Semantic Web and Internet of Things source: http://blogs.nhs.uk/choices-blog/files/2013/01/semantic-web1.jpg



II. What challenges? Internet of things source: egovaliance.org



II.What challenges? Internet of everythingsource: xmpro.com



II. What challenges? Internet of subjects?

Challenges to the MIL community: Where is the Internet of Subjects?Can augmented MIL foster it?



Divina Frau-Meigs

II.What augmentation for media?

Media as spectacles AND services (for schools included)Media as spectacles + services (including in schools)Media as content aggregators (including scholastic

content) Media as elements of participatory and self expressive

culture (including in schools)Media as condition of future jobs (digital agenda of

schools)


Divina Frau-Meigs

II. What augmentation for education?

Education as MOOCs and DATA (learning analytics) New practices: aggregation, curation, comment, mix and

remix, creation,… Impacts on contents: comment, annotation, mix and remix,

various formats(versioning, windowing, merchandising)… Everyday user-friendly computing: navigation on platforms,

applications; uploading and downloading)…


III. What models? Pre-digital models for MIL

Four over-lapping discursive models, more or less in place in schools and practices, diversely distributed in European countries and beyond.

• Transmission model= make sense of media and use them efficiently to convey information and heritage

• Competence model= make normative judgments and be aware of media impact and uses

• Citizenship model= engage in the public sphere and foster participation and agency

• Creativity model= use media, especially web 2.0 for hands-on approach and media as practice



Cultural learning

CreativityCritical thinking

agency

values

Wit

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Pre-digital Media literacy : the 3 C’s

Pedagogical uses

competences

knowledge

Media literacy



III. What models? digital models for MIL

• Translitteracies– Convergence of comment and content– Convergence of MIL and Digital literacy– Convergence of pre-digital 3 C’s and digital C’s– Competences : operational (code, compute, design)

• Editorial (write, read, evaluate,publish)• Organisational (search, navigate)



InfoMedias

InfoDataInfoDocument

identity

values

Wit

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Digital translitteracies: the 3 info cultures

Pedagogical uses

competences

knowledge

translitteracies

Social uses



III. What models? Convergence of media and learning models for social construction



III. What models of augmentation for subjects?

Towards a new augmented educational domain: - appropriation of information cultures’ potential in

distributed environment -translitteracies (including cultures of information)-on the basis of engaging projects and pedagogies -with Open Educational Ressources and openMOOCs-for sustainable digital development via information

cultures and their attendant rights (freedom of expression, privacy,…)



IV. What implications for the curriculum and training?

• Foster cognitive patterns of use adapted to social relevance and reflecting learners’ needs for self actualization, life-streaming and civic agency.

• Develop digitally sustainable “information cultures”, via specific competences and e-strategies, so as to lead to the construction of the learners’ online-presence in its cognitive, social and designed dimensions.

• Learning analytics can then remain under human control, and ethical by learner design.



Divina Frau-Meigs


towards digital humanities and creative industriesBut risk: too broad a scope to function and be efficient?

towards new literacies and reorganisation of knowledge around information

But risk : is the pre-digital school form capable to « deliver » ?



CURRICULAR PRINCIPLES• A conceptual framework around transliteracies, with operational,

editorial and organisational/strategic set of competences

• Training that joins a discipline, a technological apparatus and the finalized uses and projects of the learner, without disruption between informatics and information cultures

• A project-based pedagogy, with cognitive scaffolding, to integrate the user needs and their attendant digital affordances




CURRICULAR IMPLEMENTATION• A core curriculum with infomedia, infodocumentation, infodata,

and then specialized branches • A pedagogical team with a designer of digital uses • A third space outside the classroom (library, fablab, medialab)• AND a fourth space online (exchange platforms…) • Specific evaluations for MIL and translitteracies at core moments

of pedagogial continuity (from primary to middle school, from middle to high school)

• Self actualization and lifelong training via MOOCs for MIL (Do-It-Yourself MOOCs, tweetMoocs, …)



V. What suggestions for public policy? MIL in Internet Governance

• A shared vision on MIL and HETs, around information cultures• A public service for augmented MIL in digital era : funding,

ressources, training and assessment (not evaluation)• Retooling and rebooting the school form : third and fourth

spaces, pedagogical continuity, access to all … • A strategy for reciprocal re-enforcement of training and research • A call on coordination for all actors (private, public and civic

sector) • Inclusion of MIL in any treaty on Internet Governance as basic

tenet for inclusive societies



V.What suggestions for public policy? E-role for the MIL community

*MIL in relation to HET (Human Enhancement Technologies): Move towards enhancing humans with embarked systems (tablets, captors, glasses, …) rather than enhancing machines so that they substitute for humans (robots for teachers, news aggregators for media,…)

*MIL more than ever in relation to Human Rights based governance of the Media augmented by HETs, including the right to disconnect from pervasive eco-systems of dis-information



V. What suggestions for public policy?Recommendations

1. Augmented perimeter: infomedia, infodocument, infodata2. Translitteracies as 21st century skills= operational, critical,

editorial and organizational skills3. Definition of curriculum + pedagogical continuity from

primary school to university4. End of diffuse responsibility for MIL: a coordinating body5. Improvement of teacher training, funding and assessment6. Support of GAPMIL with digital tools for modelisation (scope,

serious game) and exchange via MIL-specific social networks 7. Inclusion of MIL in Internet Governance, especially in relation

to UNESCO’s Universality principle for Internet (ROAM= human rights based, openness, accessibility for all and multistakeholder participation



V. What suggestions for public policy? MIL MOTTOs

MIL to civilize and tame the digital!MIL as best tool to solve tensions between the interest of human rights (freedom of expression, privacy,

neutrality…) and the state and private sector interests (traceability, surveillance…)

No Internet of Objects without Internet of SubjectsMIL as support for new sociability models (networked individualism) as well as new rights and participation model

(digital citizenship) and new agency of individuals as media creators, producers and not only consumers.

No coding without decoding No dilution of MIL in new skills and competences ass MIL is essential especially as digital convergence becomes ambient and naturalized, with media, education and other life-supporting necessities operating their mutation online, where critical thinking and creativity remain key for coding and decoding issues and making sense of our environment.



Thank you for your attention!

www.iamcr.orgwww.translit.fr

(research results, Augmented MIL Declaration and recommendations)

Mail: [email protected]: www.divina-frau-meigs.fr Blog: mediasmatrices.netTwitter: @divinameigs


http://www.iamcr.org/

http://www.translit.fr/

mailto:[email protected]

http://www.divina-frau-meigs.fr/

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Divina FRAU-MEIGS Professor, Sorbonne Nouvelle Section head, “Media Education Research”, IAMCR